Persuasive Speech Rubric
Speaker _____________________________
Criteria
Effectively Accomplished
Not accomplished
3 2
Use of relevant attention getting strategy,
but did not seem to adequately capture
audience attention and/or lead to desire
outcome.
1 0
No attention getting strategy was evident.
No clear or relevant connection to topic
and/or speech purpose.
Thesis is clearly implied, although not
explicitly stated. Topic is clearly identified,
but main points are not clearly previewed.
No thesis statement (implied nor explicit).
Main points are not clearly identified,
audience unsure of direction of the message.
Topic seems somewhat relevant to
audience, but not explicitly stated. Vague
reference to audience needs and/or interests.
Topic seems irrelevant to audience needs
and interests. No attempt made to connect
topic to targeted audience.
Provides some support for main points, but
needed to elaborate further with
explanations, examples, descriptions, etc.
Support is relevant, but not timely.
Provides irrelevant or no support.
Explanations of concepts are inaccurate or
incomplete. Listeners gain little knowledge
form presentation.
Organization Uses effective organizational pattern for speech
purpose. Main points are clearly distinguished
x2
from supporting details. Signposts are effectively
used for smooth and coherent transitions.
General structure/organization seems
adequate but some blurring between main
points and supporting details. Logical flow,
but no clear signposts for smooth
transitions.
Lack of structure. Ideas are not coherent and
transitions are forced or blurred. Difficult to
identify introduction, body, and conclusion.
Logical
appeal
Some arguments are sufficiently
supported but some unsupported
assertions are also present. Minor
reasoning fallacies.
Arguments lack relevant and valid
evidence. Information is incorrect
and/or outdated. Many fallacies are
present in the reasoning.
Attention
Getter
x2
Thesis
Statement
x2
Connection
w/Audience
x2
Subject
Knowledge
x2
x3
5 4
Effective use of attention getting strategy (quote,
statistic, question, story, etc.) to capture listeners’
attention and to introduce topic. Attention getter is
relevant and meaningful and seemed to gain the
desired response from audience.
Speaker clearly formulated and stated thesis
statement during the speech introduction. Thesis
statement identifies topic and
encompasses/previews main points.
Clearly stated the relevance of topic to audience
needs and interests. Thoughtful audience analysis
reflected through choice of topic and supporting
evidence.
Depth of content reflects knowledge and
understanding of topic. Main points adequately
substantiated with timely, relevant and sufficient
support. Provided accurate explanation of key
concepts.
Partially accomplished
Presents sound arguments to support major
claim. Arguments are supported with
sufficient, relevant and valid evidence.
Reasoning is free of fallacies.
Credibility
x3
Eye contact
x1
Body
language
x1
Voice
x1
Fluency
Sources of information are clearly identified and
properly cited. Establishes credibility and
authority of sources presented. Balances a variety
of perspectives and recognizes opposing views.
Most sources are clearly cited, but fails to
effectively establish credibility and
authority of sources presented. Seems fair,
but fails to acknowledge opposing
perspectives.
Fails to identify and cite sources. No
attempt is made to establish credibility and
authority of sources presented. One-sided
argument, no other perspectives are
considered. Some identifiable bias.
Consistently and effectively used eye contact to
establish rapport with audience. Inconspicuous
use of speaker notes and effective use of scanning
to established an expanded zone of interaction.
Conspicuous use of speaker notes. Seems
disengaged from audience for noticeable
periods of time.
Reads speech from notes/manuscript.
Avoids eye contact with audience. Only
occasional and sporadic glances.
Expressive, dynamic, and natural use of gestures,
posture and facial expressions to reinforce and
enhance meaning. Body language reflects comfort
interacting with audience.
Stiff or unnatural use of nonverbal
behaviors. Body language reflects some
discomfort interacting with audience.
Limited use of gestures to reinforce verbal
message.
Body language reflects a reluctance to
interact with audience. Distracting
movement and/or use of self-adaptive
behaviors.
Natural variation of vocal characteristics (rate,
pitch, volume, tone) in Standard English to
heighten interest and match message
appropriately.
Limited variation of vocal characteristics.
Use of rate, pitch, volume and tone seemed
inconsistent at times.
Monotone or inappropriate variation of
vocal characteristics. Inconsistent with
verbal message.
Appropriate pronunciation, enunciation, and
articulation. Lack of noticeable vocalized fillers.
Few noticeable errors in pronunciation,
enunciation and articulation. Minimal use of
vocalized fillers.
Excessive fluency errors interfered with
message comprehension. Excessive use of
vocalized fillers.
Visual outlines/highlights key points with a
minimum of text; includes relevant, high-quality
pictures or images (including charts or graphs)
that illuminate points; purposeful, relevant theme
Semi-formal dress; Boys in button up shirts with
ties and slacks; Girls wear dress slacks or skirt
and blouse, or dress; no tennis shoes; well
groomed
Most key points included; moderately text
dependent; some images and graphics
relevant; images and graphics of middling
quality; theme seems randomly chosen
N/A
key points unclear or not included; text
heavy; few or no relevant images or
graphics; images and graphics of poor
quality; no coherent theme
N/A
x1
Visual Aide
x4
Professional
Dress
Extra x1
Total Score _______________________/ 120
Overall Comments: